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Abstract
The purpose of this study was to investigate the effects of informal movement instruction derived from the theories of Rudolf von Laban upon rhythm achievement of high school students. The specific problem of the study was to determine the comparative effects of the Laban Effort elements of Weight and Flow, Time and Space, and all Effort elements in combination, upon the rhythm discrimination and performance achievement of high school students who possess different levels of rhythm aptitude.
Prior to instruction, the Rhythm-Imagery Tempo and Rhythm-Imagery Meter subtests of the Musical Aptitude Profile (MAP) were administered to 129 students. The students were divided into three treatment groups, each group having approximately the same number of students with high and low rhythm aptitudes. Each treatment group, (1) Flow/Weight, (2) Time/Space, and (3) Flow/Weight/Time/Space, received 10 hours of informal rhythm instruction according to the theories of Laban. After instruction, the Rhythm Discrimination Criterion Measure (RDCM) and the Rhythm Performance Criterion Measure (RPCM), developed by the author, were administered to the students.
To determine the comparative effects of experimental instruction upon rhythm performance and rhythm listening discrimination, the criterion measure scores were organized into treatments by levels designs. Two two-way analyses of variance were undertaken.
It was concluded that informal instruction using the Laban Effort elements of Flow/Weight/Time/Space in combination was superior to informal instruction using Time/Space alone and Flow/Weight alone in developing rhythm performance skill. It could not be concluded, however, that informal movement instruction of any type develops rhythm listening and discrimination skills.
